Comunicar 39-ingles - Revista Comunicar

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196Comunicar, 39, XX, 2012Table 1. Pearson's Chi-squared test for the availability of computer resources for privateuse and level of education variables.use of information technology (in the home). Theresults of the χ2 test reveal a significant association be -tween the level of education and the availability of theinformation technology for private use.3.2. The use that the elderlymake of ICTThe percentages are veryclear with regard to the use thatthe elderly make of ICT: 66.1%cite educational activities: courses and workshops relatedto ICT (computer science, the Internet, digitalphotography, etc.), followed by 47% who search forinformation, as opposed to 18.7% who use ICT forentertainment, while 24.9% useit to communicate. These usagepatterns do not differ greatlyfrom those of other collectivesor age groups. However, thereare certain particularities whichare described below.Graph 1. Elderly people with private access to information technology accordingto level of education.Graph 1 shows the difference between peoplewho have private access to information technologyaccording to their level of education.The higher the level of education, the greater theaccess to computer resources. Significant relationsregarding gender do not appear, however, as indicatedby the Chi-square test [χ2(1)=2.165, p.05], verifiedby the zero result of Goodman’s Lambda =0.000. The table of contingencies is as follows.There are no significant associations with regard toage [χ2(4)=5.663, p>.05], marital status [χ2(3)=6.646, p>.05], type of cohabitation [χ2(1)=1.599,p>.05] and place of residence [χ2(2)=1.165, p>.05].The most common information technology thatelderly people possess for their private use is the computer(16.7%), and it is significant that 9.8% also haveother ICT resources: printer, scanner, digital camera,digital video camera, multimedia materials and theInternet.The level of education variable isalso significant for access to other technologicalresources for private use, such asthe mobile telephone. The higher thelevel of education, the greater the numberof technological resources possessedby the participant.The biggest differences are between the elderlywho have no educational qualifications (68%) andthose educated to, for example, primary school level(93%) or secondary school level (96%).3.2.1. EducationNowadays the elderly tendto approach and use ICT for thepurpose of learning about them(digital literacy) and in so doingthey acquire the basic competences needed to manageand use these resources that will enable them to learnand enjoy using them.Significant associations between the personal andsocial-demographic variables do not occur, for example,the data show that gender does not generallyinfluence enrolment on ICT-related courses and work -shops. Men and women in equal number undertakethis type of activity, mainly face-to-face in a computerscience classroom with the guidance of an instructor.This is an aspect which we value positively in as muchas this does not occur in other age ranges, as confirmedby Gil-Juárez, Vitores, Feliu and Vall-lloven(2011: 25-53), and although we can state that menand women have equal access to computer resources,inequalities become clear or even increase for the usesand knowledge of different types of ICT. Age beingp>.05 is not a determining variable either, and the PhiTable 2. Table of contingencies for the gender variable and availability ofcomputer resources for private use.coefficient value is.089. Other variables that are notsignificant include marital status, the level of education,the type of cohabitation and the place of residence.© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 193-201
197More and more elderly people are getting involvedin information technology, which shows that it is possibleto learn at any age and that their will to continuelearning means that education is not limited to specificstages of life. To learn is to live, and learning fosterscreativity, increases self-esteem, exercises the mind,etc. This is a guideline to consider when promotingthe positive aspects of aging. In the words of Belando(2000: 37), quoted by Limón and Crespo (2001: 302-305), it is necessary «to look for new goals, new reasonsfor satisfaction and pride, a means to achievehappiness in this stage of life. Anchoring oneself in thepast will only restrain development and acceleratedecrepitude». Setting oneself the challenge to learnsomething new, in this case handling ICT, is a challenge,a new goal.Simply learning to use the keyboard and the mousemeans the acquisition of new skills. The functionsrequire coordination, agility and natural automatismachieved through learning, as in handling the mouse,which requires correct and comfortable usage in a flowingbut simultaneously paused movement, with theappropriate pressure applied to click on the left or rightbutton, and control to drag anddrop elements. Correct use ofthe keyboard requires the user topress specific keys, locate letters,manage cursors, find symbols, inshort, it requires the developmentof different degrees of pressureand coordinated movements.The data analysis confirmsthat the elderly generally attendICT-related face-to-face coursesand workshops specifically orientedtowards their needs, as part of educational plansfor senior citizens run by regional governments or citycouncils.In response to the question «how did you learn touse ICT?» 60% indicated computer science coursesand workshops; «where?» yielded a 96.7% responsein favor of social centres for the elderly.It is noteworthy that 29.6% of the elderly state thatthey use the Internet for educational purposes. Theresults from the χ2 test indicate that there is no significantassociation for age [χ2(12)=10.977, p>.05],marital status [χ2(9)=7.760, p>.05], place of residence[χ2(6) 9.717, p>.05], type of cohabitation [χ2(3)=6.113, p>.05], gender or level of education, asseen in Graph 2.The data show that women carry out this activityon the Internet to a lesser extent than men, with thegreatest contrast between both sexes at the level ofsecondary school education.3.2.2. InformationAccess to information is another of the commonuses that the elderly make of ICT which is unsurprisingwhen referring to the Information Society we livein (Castells, 1995). Information is now an essentialresource for human activity, both socially and personally,and the elderly, as part of our society, also perceivecomputer science to be one of the great historicalrevolutions. «There is absolutely no doubt... computerscience is, I believe, one of the most important revolutionsof human life. Why? Because it has united theworld. That is true globalization […]. And I alwayslike to be involved in non-violent revolutions… andthen I got very interested in everything that it can offerme. Above all, information. I have access to immediate,trustworthy information when I know how to lookfor it and use it, and I am using it every day. Then theadvantage is immense… it expands knowledge, theconsciousness, and that is what we need […]» (H).Graph 2. Elderly people who use the Internet for educational purposes accordingto level of education and gender.The Internet constitutes an immense source ofinformation of all kinds: texts, photographs, graphics,music, videos, animations, computer science programs,etc., all stored on PCs connected to the Netand structured in diverse formats, such as Web pages,files, discussion forums, noticeboards, etc. Miranda deLarra (2004: 21) indicates that the elderly are generallyinterested in the same subjects as the rest of thepopulation, but also in information with special relevancefor their stage of life (pension payments, health,etc.), hence they demand that this type of informationbe made more and more accessible on the Internet.Electronic transactions are particularly useful for theelderly who are restricted by poor health or physicaldisability. The same applies to online shopping andbanking for those with mobility restrictions or limitedComunicar, 39, XX, 2012© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 193-201
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